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Extension Syllabi, Series A, No. 16 Price 20 Cents 

\ Columbia Tflniverafts 
I in tbe Cits of IFlew Woxh 



SYLLABUS 
of a General Course 

ON THE 

Theory and Practice of Teaching 
in the Secondary School 

I. The Theory and Practice of Secondary Education in the 

United States. 

II. The Teaching of Several Subject-Groups in the Sec- 

ondary School Course. 

A. English c - Latin and Greek 

B History *->. Modern Languages — 

German and French 



JULIUS SACHS, Ph.D. 

Professor of Secondary Education, Teachers College 



Copyright, 1909, by 

TEACHERS COLLEGE, COLUMBIA UNIVERSITY 

NEW YORK CITY 




Extension Syllabi, Series A, No. 16 Price 20 Cents 

Columbia ITiniversit^ 
in tbe Cit£ of mew J^orh 

SYLLABUS 
of a General Course 

ON THE 

Theory and Practice of Teaching 
in the Secondary School 

I. The Theory and Practice of Secondary Education in the 

United States. 

II. The Teaching of Several Subject-Groups in the Sec- 

ondary School Course. 

A. English c - Latin and Grkek 

B. History d - Modern Languages — 

German and French 

BY 

JULIUS SACHS, Ph. D. 

Professor of Secondary Education, Teachers College 



Copyright, 1909, by 

TEACHERS COLLEGE, COLUMBIA UNIVERSITY 

NEW YORK CITY 



0^ 



V 



SECONDARY EDUCATION. 

PREFATORY NOTE 

The accompanying syllabus indicates the series of topics treated in a 
General Course on Secondary Education. It does not profess to cover 
every question that may be legitimately related to the field of inquiry; 
and the outline here offered is to be considered primarily suggestive of 
the trend pursued. 

The references to the literature of the subject make no claim to com- 
pleteness ; the books and articles quoted have helped in a positive and 
negative sense to mold the views set forth in the lectures ; if to some 
readers there appears more than the usual attention to works in foreign 
languages, it may at least remind students of education, how valuable an 
acquisition to them the mastery of German and French is likely to be. 
At the same time a valuable opportunity for comparison of foreign and 
American methods of investigation is afforded which will enable us to 
appreciate a number of careful recent American studies. 

In the second half of the course several of the leading subjects taught 
in Secondary Schools are taken up individually; and the various ten- 
dencies reflected in the teaching of them are brought to the notice of 
students, together with a survey of the methods that have been and are 
now applied by prominent teachers. 

In the actual conduct of the course similar outlines are offered for the 
Mathematics, the Natural Sciences, Manual Training, etc. 

From the many articles on method that constantly appear in educa- 
tional journals, and from the more comprehensive treatises, it was 
necessary to make a restricted choice which naturally reflects personal 
judgments. 



: CONGRESS 
Two Cot ps Received 

JUN 2d WW 

n Copynent Entry 
CLASS A AXc No. 

z^z9^3 



Theory and Practice of Teaching in the 
Secondary School. 

Part I — Secondary Education in the United States. 

I. Introduction. 

Education as promoter of national welfare. 
Education as part of the social question. 
Education furnishes miniature problems of life. 

References : 

English Special Reports on Educational Subjects, vol. ix, 23. 

Sadler, Report on Secondary Education in Liverpool. 

Eliot, C. W., The Functions of Education in Democratic Society, in 
Educational Reform. 

Butler, _N. M., Democracy and Education, in The Meaning of Edu- 
cation. 

Jordan, D. S., The Voice of the Scholar. 

Harper, Wm. R., The Trend in Higher Education, pp. 1-34. 

Dewey, John, The School and Society, 1899. 

Harris, Wm. T., The Individuality of the Pupil, Educational Review, 
XXIV, p. 229. 

Our Secondary Schools from the German Point of View, in "Reise- 
berichte iiber Nordamerika," reports to the Prussian Minister of 
Commerce and Industries, 1904 (Haus der Abgeordneten, Druck- 
sache No. 257), introductory essay on Secondary Schools, pp. 7-44. 

II. Relation of Secondary Education to other parts of the Educational 
System. 

1. to the elementary school, 

2. to the college, 

3. to the professional school. 
Origin of term : Secondary Education. 

Various types of Secondary Schools and their evolution. 
Doctrine of development of efficiency and initiative in Secondary School 
period. 

References : 

Brown, E. E., The Making of our Middle Schools. 
Dexter, History of Education in the United States. 
Sadler, English Special Reports on Educational Subjects, vols. X and 

XL 
Elliott, Edward C, The Genesis of American Secondary Schools in 

Their Relation to the Life of the People, in the Fourth Yearbook 

of the National Societv for the Scientific Study of Education, 

1905, PP. n-26. (N. S. S. S. E.) 
Butler, N. M., The Function of the Secondary School in The Meaning 

of Education. 
Hanus, Paul M., Educational Aims and Values, pp. 1 13-138. 
National Conference on Secondary Education, Evanston, 1904. 
Butler, N. M., Education in the United States, 2 vols. 1900. — articles 

by Brown, E. E., and Harris, Wm. T. 



4 Theory and Practice of leaching in the Secondary School 

Hadley, The Meaning and Purpose of Secondary Education, School 
Review, vol. X, pp. 729-741. 

Mark, H. T., Educational Review, March, 1902, p. 225 ff. 

Hinsdale, Notes on the History of Foreign Influences upon Education 
in the United States, in Report U. S. Commissioner of Education, 
1897-1898, I, S9i. 

Proceedings of the National Educational Association, passim, especial- 
ly of 1897, 1901, 1903, 1904. 

Coulter, J. M., What the University Expects of the High School. 
School Review, Feb. 1909, pp. 73-85. 

Osborne, Henry R, The Seven Factors of Education, Educational 
Review, June, 1906, p. 56. 

III. At what point does Secondary Education properly begin? 

Vagueness of boundary line (Hall, Eliot), accidental and arbitrary 
divisions; difficulties of change; need of adjustment; recognition of differ- 
ences among children. 

References : 

Eliot, C. W., Educational Review, May, 1903. 

Hall, G. Stanley, Youth. 

Snedden, David S., Differences among Groups of Children. "Manual 
Training," Oct., 1908. 

Laurie, Training of Teachers, pp. 155, 159, 165. 

Sadler, Educational Review, Nov., 1904, p. 376. 

Sisson, The Genesis of the American High School, Educational Re- 
view, Jan., 1909. 

IV. Outlook upon the Elementary School. 

Character, objects and methods of the elementary school. 
Interest or scientific insight? 
Aims of Elementary Education. 

Time required for purposes of the elementary school. 
Do the same aims hold for elementary and secondary schools alike? 
Comparison of the teaching process and of the various types of school- 
exercises in the elementary and secondary schools. 

References : 

Thorndike, Principles of Teaching, chap. I. 

Bagley, Educative Process, chaps. VIII-IX. 

Aldrich, Educational Review, May, 1903, pp. 438 ff. 

Findlay, in Report of Royal Commission on Secondary Education, vol. 

VII, p. 377- 
Report of Committee of Fifteen. 
Howison, Geo. H., On the Correlation of Elementary Studies, Report 

of Commissioner of Education for 1895-96, vol. I, pp. 934-938. 
Farrington, The Public Primary School System of France. 
Strayer, The Elementary School Curriculum, Teachers College Record. 
Schiller, Hermann, Padagogische Seminarien, p. 140 ff. On the Value 

of Elementary School Teaching Processes to the Secondary 

Teacher. 

V. Transition to Secondary School System. 

Doctrine of Continuity; what constitutes real continuity? 



Secondary Education in the United States 5 

Evolution from primary to secondary school. 
The departmental idea. 
Correlation and cooperation. 

References : 

Kilpatrick, Van E., The Adaptation of Departmental Teaching to Ele- 
mentary Schools, Educational Review, April, 1907, pp. 366-368. 

Kilpatrick, Van E., Departmental Teaching in Elementary Schools, 
(The Macmillan Co., 1908.) 

St. Louis School Reports, for 1870, p. 62; for 1871, p. 85. 

Harris, Wm. T., Report Commissioner of Education for 1893, vol. I, 
p. 482. 

Laurie, Training of Teachers, p. 60. 

Mahy, M. Catherine, Aesthetic Appreciation of Literature in Second- 
ary Education, in School Review, vol. XV, pp. 731-743, (corre- 
lation with elementary work). 

Gordy, J. P., A Broader Elementary Education, chaps. XVII, XX, 
XXI. 

VI. Present Status of Secondary Education. 

The prevailing attitude toward public and private secondary schools. 

The taxpayers ; legislation. 

Assumption of financial burdens. 

Length of course, four, five and six years. 

Lack of time ; overcrowding of programs. 

Suggestions of change; object. 

Present tendencies — cultural, vocational. 

Shall high schools anticipate college work? 

References : 

Huling, R. G., in Educational Review, II, pp. 40-56; II, 123-139; XX, 
463-474- 

Report of Committee of Ten, 1892. 

Kelsey, F. W., Educational Review, XI, pp. 157-178. 

Educational Review, XXIII, pp. 264 ff, 503 ff, 511 ff. 

Dutton and Snedden, Administration of Public Education in the United 
States, especially chaps. X and XX, with the bibliography at the 
close of each chapter. 

Coy, A Readjustment of the High School Curriculum. Proceedings 
of the National Educational Association, 1903, p. 177. 

Eliot, C. W., More Money for the Public Schools, 1904. 

Report Commission on Extended High School Curriculum, Cleveland, 
1902, Geo. D. Pettee, Chairman. 

Basis of an Efficient Education — Culture or Vocation, in School Re- 
view, XV, p. 333 ff, P- 340 ff, p. 358 ff. 

Sixth Yearbook of National Society for Scientific Study of Education, 
pp. 7-61, On Vocational Studies, etc. 

Vocational Subjects in High School Curriculum, in Fourth Year- 
book of the National Society for the Scientific Study of Educa- 
tion, Part II, in Sixth Yearbook of the National Society for the 
Scientific Study of Education, Part I. 

The Elimination of the First Two College Years: A Protest, in 

Educational Review, Dec, 1905, p. 48 ff. 
Salmon, L. M., The Encroachment of the Secondary Schools on the 

College Curriculum (Proceedings of 20th Annual Convention 



6 Theory and Practice of Teaching in the Secondary School 

of Assn. of Colleges and Preparatory Schools of Middle States 
and Maryland, 1906, pp. 56-63.) 
Cary, C. P., Proposed Changes in the Accrediting of High Schools, 
School Review, April, 1909, pp. 223-9. 

VII. Statistics. 

Interpretation of statistics. 

Comparison of attendance with records of other countries, notably 
Germany. 

The spread of secondary schools desirable under what conditions? 

General characteristics of secondary school. 

Free option in attendance in place of compulsory attendance; the 
elective system; its influence on the work of the school, its dangers and 
advantages. 

The continuation school. 

Vocational training. 

References : 

Snedden and Allen, School Reports and School Efficiency. Report of 

Commissioner of Education, 1898, p. 1477, and 1902 p. 2209. 
Thorndike, E. L., The Quantitative Study of Education, Forum, 

vol. 36, p. 448. 
Thorndike, E. L., A Neglected Aspect of the American High School, 

Educational Review, vol. 33, pp. 245-255. 
Lexis, Das Unterrichtswcscn im Dcutschcn Reich, II, p. 176-221. 
Rein, Encyklopddisches Handbuch dcr Pddagogik, VIII, pp. 1-12, with 

bibliography. 
Jordan, David Starr, Science, March 19, 1909, pp. 400 ff. 
ESascom, John, American Higher Education, Educational Review, 

vol. 34, PP- 130-143- 
Eliot, C. W., Educational Reform, pp. 135 ff. 
Eliot, C. W., University Administration, pp. 131-174. 
Briggs, LeBaron R., School, College and Character, pp. 33-65. 
Hartwell, Economy in the Secondary Schools, Educational Review, 

Sept., 1905. 
Flexner, A., Adjusting the College to American Life, in Science, 

March 5, 1909, p. 371. 
DeGarmo, Ch., Industrial Education, in School Review, March, 

1909. 
Industrial Education, in Annals of the American Academy of Political 

and Social Science, Jan., 1909. 
Industrial Education in Germany, in Special Consular Reports of 

Dept. of Commerce and Labor, vol. 33. 
Sadler, M. E, Continuation Schools in England and Elsewhere, Man- 
chester, 1907. 
First and Second Reports of the Mass. Commission on Industrial Ed- 
ucation, 1907, 1908, 
Kerschensteiner, Georg, Staatsbiirgerliche Erziehung der deutschen 

Jugcnd. Erfurt, 1906. 
Kerschensteiner, G, Grundfragen der Schidorganisation, 1907, pp. 

1-168. 

VIII. General Aims of Education applied to Secondary School. 
Relation of aims to the development of the adolescent pupil. 
Imitative spirit gives way to spirit of inquiry. 



Secondary Education in the United States 7 

Desire for knowledge. 

Training to judgment — dangers. 

Enthusiasm, inspiration. 

Capacity to receive stimulus. 

Limitations to progress. 

Do physical and mental growth keep pace? 

References : 

Hall, G. Stanley, Adolescence, 2 vols, chaps. X, XII, XV, XVI, XVII. 

Home, H. H., Psychological Principles of Education, chaps. XIII, 
XIV. 

Thornton, in English Special Reports, I, p. 592 ff. 

Aldrich, G. I., Educational Review, 25, pp. 438-454. 

Henderson, Education and the Larger Life, chap. VII. 

Mark, H. T., Individuality and the Moral Aim in American Education, 
chap. VII. 

Butler, N. M., The Meaning of Education, chap. VI, VII. 

Deahn, Imitation in Education (Columbia Contributions to Philoso- 
phy, vol 8.) 

Triplett, N., Pedagogical Arrests and Peculiarities, in Pedagogical 
Seminary, XII, pp. 141-157. 

Harris, Wm. T., Psychologic Foundations of Education, p. 142. 

IX. Responsibilities of Secondary Teacher, contrasted with those of 
Primary Teacher. 

Value of personality. 
Teaching capacity, its importance. 

Prevalent misconceptions on this point in the United States and in 
Europe. 

References : 

Benson, Educational Review, March, 1909, p. 217 ff. 

Balliet, T. M., Influence of Present Methods of Graduate Instruction on 

Teaching in Secondary Schools, School Review, XVI, pp. 217-225. 
Fries, W., Die Vorbildung der Lehrer fiir das Lehramt, Munich, 1895, 

especially pp. 108-178. 
Findlay, J. J., The Study of Education, English Special Reports, 

II, pp. 358-373> with bibliography, pp. 373S76- 
Luckey, G. W. A., The Professional Training of Teachers in the 

United States, 1903, chap. VI. 
Book, Wm. F., The High School Teacher from the Pupils' Point of 

View, Pedagogical Seminary, XII, p. 239 ff. 

X. The Teacher. 

Attitude toward his profession. 

Knowledge of subject matter; college studies. 

Advocacy of Schulwissenschaften (special study of subjects with 

regard to their presentation in teaching.) 
The art of teaching; value of pedagogic training. 
The novice ; theory and practice. 
Practical pedagogy. 

Quintilian on the manners and duties of the teacher. 
Distinctness of plan. 
Essentials and incidentals. 



8 Theory and Practice of Teaching in the Secondary School 

Rate of advance dependent on 

a. Object of the lesson 

b. Subject matter. 

c. Status of pupils 
Rigidity of scheme or flexibility. 

References : 

Findlay, J. J., Principles of Class Teaching, pp. 12 ff. 

Relation of Theory to Practice in Education, in Second Yearbook of 
National Society for Scientific Study of Education, Part II, 1903, 
also Third Yearbook, Part I, Fourth Yearbook, p. 63 ff. 

Baumann, Julius, Schulwissenschaften als besondere Fdcher auf Uni- 
versitdten, Leipzig, 1899. 

Farrington, Strayer and Jacobs, Observation and Practice Teaching, 
especially pp. 49, 64-66, 71, ff. 

Matthias, A, Praktische Pddagogik, 3rd Edition, Munich, 1908, p. 9 ff. 

Home, H. H., Psychological Principles of Education, chap. 4, Essen- 
tial Qualifications of the Teacher. 

Palmer, Geo. H., The Teacher and other essays, 1908. 

XI. The Recitation and its Nature. 

Diverse conceptions; quantity and quality of work. 

The Life of the recitation. 

Danger of divided interest. 

Correlation of information. 

Rate of progress — flexibility in advance. 

Reviews and their part in school work. 

Various kinds of reviews. 

References : 

Bagley, W. C, The Educative Process, chap. XXI. 

Farrington, Strayer and Jacobs, Observation and Practice Teaching, 
p. 59; including Method of the Recitation, outline by E. E. Jones. 

Strayer, G. F., Syllabus on the Theory and Practice of Teaching in 
Elementary Schools, p. 7. 

McMurry, The Method of the Recitation. 

Matthias, Praktische Pddagogik, pp. 30-143 (Section II.). 

Dewey, John, Interest in Relation to Training the Will, in Second 
Herbart Yearbook, 1895. 

Thorndike, E. H., Principles of Teaching, p. 105 ("Attention"). 

Ostermann, Interest in its Relation to Pedagogy. (Kellogg's Teach- 
ers' Library, No. 19) pp. 88 ff. 

Adamson, The Practice of Instruction, Section III. 

McMurry, C. A., General Method, chap. III. 

Findlay, J. J., Principles of Class Teaching, chap. 13. 

Greenwood, J. J., Retardation of Pupils in their Studies, Educational 
Review, April, 1909, pp. 342-8. 

XII. The role of the teacher in the recitation. 
Preparation by teacher for class-exercises. 
Principles of preparation; various forms of preparation. 
Relation of preparation to class use. 

Presentation by teacher. 

Art of narration, of description. 



Secondary Education in the United States 9 

Imitation and its role. 

Concreteness ; visualization, external and internal. 

Illustrative material in the various subjects of high school work. 

References : 

Bagley, Class-management, chap. XIII. 

Fitch, Lectures on Teaching, chap. I. 

Henderson, Education and the Larger Life, chap. VII, p. 224 ff. 

DeGarmo, Interest and Education, chaps. VIII-XIII. 

Young, The Teaching of Mathematics in Prussia, chap. XIV, (presen- 
tation by teacher). 

Dutton, S. T., Social Phases of Education in the School and Home, p. 
24 ff. 

XIII. Question and answer. 

The question as an implement of teaching. 

School questioning and ordinary questioning. 

Psychological insight. 

Various types of question, their relation to mental processes. 

Form of question, of answer. 

Fertility in questioning; results. 

Formulas in teaching. 

References : 

Fitch, J. G., Art of Questioning. 

Reinstein, Die Frage im Unterricht. 

Barnett, P. A., Teaching and Organisation (Longmans & Co.) pp. 313- 
330- 

Greenwood, Method in Teaching, Educational Review, 1904, Oct., 
p. 240. 

Matthias, Praktische Pddagogik, 104-118. 

DeGarmo, Interest and Education, chap. XIV. 

McLellan, Applied Psychology, chaps. 9 and 10. 

Strayer, Syllabus on the Theory and Practice of Teaching in Elemen- 
tary Schools. (Teachers College) pp. 9, 13. 

Rein, Encyklopadisches Handbuch det Pddagogik (2nd edition) II, 
953-963 in article: Die Frage im Unterricht. 

XIV. Teaching pupils to study. 

Theory of work in the high school. 

Cooperative class-work. 

Text-books and the teacher. 

Prevalent American theory as to text-books. 

Nature of text-books. 

Dominance of the text-book, its advantages and disadvantages ; sound 
teaching methods with respect to text-books. 

Parallel texts. 

Teacher's sources of information. 
References : 

Harris, Wm. T., in Butler's Education in the United States, I, pp. 86- 

87. 

Harris, Wm. T., Report of St. Louis Schools for 1870, p. 180. 
Armstrong, H. E., in Laurie Magnus's National Education, London, 
1901, pp. 103-127. 



10 Theory and Practice of Teaching in the Secondary School 

Hinsdale, B. A., The Art of Study. 

Ruediger, Wm. C, Teaching Pupils to Study. Education, March, 
1909, 437-446. 

Hamilton, Saml., The Recitation, pp. 311-335. 

Goodwin, E. J., Some Characteristics of Prussian Schools, Educa- 
tional Review, XII, p. 453 ff. 

Earhart, L., Systematic Study in Elementary Schools. 

Rein, Encyklopddisches Handbuch der Pddagogik (2nd edition) II, 
under article: Form des Unterrichts (863-866). 

Scott, F. N., A Brief Catechism on Text-books. Educational Review, 
April, 1909, 359-361. 

McMurry, The Method of the Recitation, chap. 13. (on text-books). 

XV. High School Courses. 

Variety of courses ; arrangement. 

Apportionment of work to the several high school years. 

Subjects inappropriate to high school courses. 

Typical programs ; criticism. 

Tentative programs. 

Curricula for Secondary Schools. 

Study of foreign models. 

The study-groups. 

The question of elective studies. 

Individualism as a privilege and as an obligation. 

Doctrine of Duty versus Interest. 

References : 

Butler, Education in the United States, I, 178 ff. 

Coy, E. W., Uniform Course of Studies for High Schools (Proceedings 
of National Educational Association, department of Secondary 
Education, 1889). 

Robinson, O. D., Electives in the High Schools (National Educational 
Association, 1894.) 

Harris, Wm. T., Curriculum for Secondary Schools, published in pro- 
ceedings of the National Educational Association, 1894, pp. 496- 
508; also in Education, 14, 573-592. 

Harris, W. T., The Necessity for Five Co-ordinate Groups of Studies 
in the Schools, Educational Review, XI, 323-334- 

Hanus, Educational Review, XII, 435-452. 

Dewey, John, Educational Review, XXII, 26-49. 

Amen, H. P., Is the Curriculum Crowded? Educational Review, 19, 
417-436. 

James, Wm., Talks to Teachers, pp. 7-9. 

Phillips, D. E., The Elective System in American Education. Peda- 
gogical Seminary 8, 206-230. 

Rein, Encyklopddisches Handbuch, I, 670-679. 

Ware, Educational Foundations of Trade and Industry, pp. 39-40, 86, 
passim. 

Russell, James E., German Higher Schools, chaps. 11-21. 

Sadler, Sir Michael, Impressions of American Education. Educational 
Review, March, 1903, 217-232. 

Mark, H. T., Individuality in American Education, pp. 168-170. 

Report of the Commissioner of Education, 1892, -Part II, chap. Ill, 
German Criticism of American Education. 

Hadley, Arthur T., Educational Methods and Principles of the 19th 
Century, Educational Review, Nov. 1908, p. 580 ff. 



Secondary Education in the United States 11 

Briggs, LeB., School, College and Character, p. 34. 
Schwarz, H., The Study of Experimental Pedagogy in Germany, 
School Review, Dec., 1908, 633-645. 

XVI. Class Management — Discipline. 
Virility of school-work. 
Questions of time-distribution. 
The tempo of the class exercise. 
Physical bearing of teacher. 
School rules. 

Information as an effective tool. 
Self-discipline in the school. 

Educational and moral advantages for various types of pupils; tht 
very bright, the average and the weak pupil. 
Men and women as teachers. 

References : 

Baldwin, J., The Art of School Management. 

Bagley, Class-room Management, Part I, and chap. 13 of Part II. 

Barnett, P. A., Teaching and Organisation; chap, on Form-Manage- 
ment, pp. 295-311. 

Eliot, C. W., American Contributions to Civilisation, chap. 8, 222-233. 

Bardeen, C. W., Why Teaching Repels Men. Educational Review, 
April, 1908, 351 ff. 

Reports of the Moseley Commission. 

Jacobs, W. B., Characteristics of an Efficient Secondary Teacher, 
School Review, XII, Nov., 706-716. 

Harris, Wm. T., The Reports of the Moseley Commission, Educational 
Review, 28, 109-129. 

Maxwell, Wm. T., Present Problems of the School, Educational Re- 
view, Nov., 1904, 378-395. 

Phillips, D. E., The Teaching Instinct, Pedagogical Sem. 6, 188-245. 

XVII. Recognition of Teaching as a Profession. 
Obstacles — effect on school system. 
Salaries and tenure of office. 

Evils of Dilettantism. 

Educational Requirement of high school teachers. 

Mode of appointment ; credentials. 

References : 

Dutton and Snedden, Administration of Public Education in U. S., pp. 
244-9, 250-63. 

Report of the Committee on Salaries, Tenure, etc. National Educa- 
tional Association, 1905. 

Report of Committee of Seventeen, National Educational Association, 
on Professional Training of Teachers. 

XVIII. Professional Preparation of Secondary Teachers in the United 
States. 

Normal Schools, their status and aims ; advantages and shortcomings. 
College and University Departments of Education; their history, their 
courses ; wide diversity of scheme, need of observation and practice. 



12 Theory and Practice of Teaching in the Secondary School 

References : 

Russell, J. E., The Training of Teachers for Secondary Schools, Edu- 
cational Review, 17, 364-379. 

Fourth Yearbook of National Society for Scientific Study of Educa- 
tion, Part I, p. 104 ff. (Bibliography) ; also part II, p. 53 ff. 

Relation Between Theory and Practice in Training of Teachers, in 
Second Yearbook, etc., Part II ; Third Yearbook, Part I, p. 9 ff . 

Luckey, Professional Training, p. 114 ff. 183, especially chap. 6. 

Atkinson, Fred W., The Professional Preparation of Secondary Teach- 
ers in U. S. Leipzig, doctor-dissertation, 1893. 

Report of Committee of Fifteen, in Report Commissioner of Education, 
1893, I, p. 483 ff. 

English Special Reports on Educational Subjects, vol. 10, pp. 421-460. 

XIX. Lessons from German experience. 
Training of Secondary Teachers in Germany. 
Preparation for the career; investigation of record. 

Tests of attainment in subject matter by state examination, oral and 
written. 

Practice in subject courses and in the pedagogical seminary. 

Number of subjects to be offered. 

Pedagogic requirements before and after 1890. 

The Gymnasial seminary as a pedagogic training-school. 

Length and character of its course. 

The seminary year and the trial year; their aims, how secured. 

Value of this training. 

"Suchen and Versuchen" — Reflection and Trial. 

'Lehrproben und Lehrgange' a typical educational publication. 

References : 

Russell, German Higher Schools, chap. 18. 

Fries, Wilhelm, Die V orbildung der Lehrer fur das Lehramt, Munich, 
1895, exhaustive both as history and description of present practice. 

Neff, Karl, Das Pddagogische Seminar, Munich, 1908. 

Chabot, Chas., La Pedagogic au Lycee, 1902, (Paris, A. Colin). 

Langlois, V., La Preparation Professionelle a I' Enseigncment Secon- 
dare, 1902, Paris, pp. 28-62, pp. 1 15-145. 

Young, J. W. A., The Teaching of Mathematics in the Higher Schools 
of Prussia, chap. 4, "The Teachers." 

English Special Reports on Educational Subjects, vol. 3, pp. 519-553. 

Findlay, J. A., On the Training of Teachers in Secondary Schools of 
Germany, in vol. 5, Royal Commission on Secondary Education, 
London, 1895, pp. 1 12-129; also Special Reports on Educational 
Subjects, 2, 338-377. 

Morsch, H., Das hohere Lehramt, Leipzig, 1905, especially pp. 21-60. 

Matthias, A., Praktische Pddagogik fur hohere Lehranstalten, 1908. 

XX. The College and the Secondary Teacher. 
Influence of training on college teaching. 
Influence of colleges on schools. 
Reports of Conference-Committees. 

References : 

Farrington, Strayer and Jacobs, Observation and Practice Teaching in 
College and University Departments of Education. National So- 
ciety of College Teachers, 1909. 



Secondary Education in the United States 13 

Noyes, A. A., On College Teaching, Science, Nov. 13, 1908. 
Hinsdale, Study of Education in American College, Educational Re- 
view, 19, pp. 112 ff. 

XXI. Model-teaching: points to be observed. 
Selection of schools. 

Special functions of model teachers. 

Development of a model lesson. 

Standards of attainment. 

Attention, conscious and unconscious. 

The teacher's part. 

Clearness in procedure — summarizing. 

Individualisation without sacrifice of class-progress. 

Duty of model teacher to himself and to candidate teachers. 

Preparation of succeeding lesson. 

Use of subsidiary appliances. 

The Herbartian formal steps in secondary teaching. 

References : 

Bagley, Class-Management ; 194, 197. 

Bagley, Educative Process, chap. 18, The Media of Instruction. 

Rein, Encyklopddisches Handbuch der Pddagogik, VI, pp. 22-29 (lit- 
erature of model lessons on various subjects). 

Hallesche Lehrproben und Lehrgange. Hefte 1-98. (Numerous model 
lessons e. g., in No. 1, pp. 66, 81, No. 3, 46-57, No. 39, 80-104, No. 
47, 36 ff. No. 62, 67-80. 

Herbart, J. F., Science of Education, 1902, pp. 142-153. 

DeGarmo, Essentials of Method, pp. 125-136, reproduces model-lessons, 
some of which are based on work in German Schools. 

McMurry, The Method of the Recitation, chap. II, (illustrative les- 
sons), chap. XI, XIV (lesson plans). 

XXII. Guidance of Young Teachers. 
Helpful criticism of peculiarities. 

Value to pupils of sharp intellectual discipline. 
Sluggishness of pace an injury. 

References : 

London Board of Education — Suggestions for the consideration of 

teachers, 1905, pp. 26, 27. 
Petzoldt, Sonderschulen fur hervorragend-befdhigte, Teubner, 1905. 
Harris, Wm. T., St. Louis School Reports, 1873, P- 135- 
DeGarmo, Interest, chap. 10. 

XXIII. General Discussion of Desirable Qualifications in the Teacher. 
Physical qualifications; manner and speech. 

Mental and moral qualifications. 

Discipline and_ moral education. 

Moral education or moral training? 

Sympathy — affection — study of individuality in pupils. 

Confidence in youth. 

Self-control; dignity; authority; humor. 



14 Theory and Practice of Teaching in the Secondary School 

Tact toward pupils, colleagues and superiors. 
Freshness of mind; love of imparting. 
Perspective and flexibility. 
Rigorous self-criticism. 
Maintenance of intellectual ideals. 

References : 

Schiller, H., Handbuch der Praktischcn Pddagogik, 1890, pp. 46-65. 

Munch, W., Geist des Lehramts, 1903, chaps. VI, IX and XV. 

Lehman, Ersiehung und Ersieher, Berlin, 1901, chap. VI. 

Laurie, The Training of Teachers, p. 63 ff. 

Sadler, Sir Michael, English Special Reports, 3, p. 245. 

Sadler, Sir Michael, Report on Secondary Education in Liverpool, pp. 
16, 17. 

Sadler, Sir Michael, Moral Instruction and Training in Schools (Eng- 
lish and Foreign) 2 vols. (Longmans). 

Benson, Arthur C, The Upton Letters, (Putnam, 1906) pp. 32, 33, 34, 
42, 52. 

Myers, G. E., Moral Training in the School, Pedagogical Seminary 13 : 
pp. 409-460. 

Moral Training in the Public Schools, five California prize essays 
(Ginn & Co., 1007)- 

Consult, on Moral Education, Bibliography of Wm. T. Harris's writ- 
ings in Reports of Commissioner of Education, 1907, I, pp. 38-67. 

XXIV. Specialization in Secondary Schools. 
Former conceptions; actual conditions. 
Statistics. 

Influence of colleges and universities on present tendencies toward 

specialization. 
Criticism of specialization. 

References : 

Barnett, P. A., Teaching and Organisation, chapter on Specialization, 

Sachs, J., The Departmental Organisation of Secondary Schools, 

Education, April, 1907, pp. 484-96. 
Bascom, John, Atlantic Monthly, June, 1903, p. 749. 
Canfield, James H., Wanted: A Teacher. Educational Review, Dec, 

1900, pp. 433-43. 
Magie, Wm. F, Boyle and Townley, or Observation and Reflection, 

address, Jan., 1904. 
Woodhull, John F., The Enrichment of the High School Course in 

Physics, report of 40th meeting of Eastern Assn. of Physics 

teachers, Nov., 1904, pp. 7-12; also Science for Culture, in School 

Science & Mathematics, Feb., 1907. 
Woodhull, J. F., Modem Trend of Physics and Chemistry Teaching, 

Educational Review, March, 1906, pp. 236-247. 

XXV. The Home and the School. 
Co-operation — responsibility of home. 

Training by parents; interference; lack of home supervision. 

Social and other ambitions. 

Responsibility of school. 

American tendency to increase school's responsibility. 



Secondary Education in the United States 15 

Demarcation of responsibilities. 

Home work — proper control ; written and oral work. 
Adjustment of school work by teaching staff; central control; physio- 
logical tests. 

Relations of teacher to family; attitude of teachers. 
Conferences with parents. 
Influence of high schools on communities. 
Influence of principal and of individual teachers. 

References : 

Faunce, W. H. P., Moral Education in the Public Schools, Educational 

Review, April, 1903, p. 340. 
Matthias, Praktische Padagogik, pp. 260-271. 
Schmidt, Fr., Hausaufgaben im Archiv fur die gesamtnte Psychologie, 

1904, III pp. 33-151- , A . , . ■ „ , . , 

Sadler, Sir Michael, Impressions of American Education, Educational 

Review, March, 1903, pp. 221 ff. 
Munch, Gcist des Lehramts, pp. 266 ff. 
Burnham, Wm. H., The Hygiene of Home Study in Pedagogical 

Seminary, 12: pp. 213-230. 

XXVI. Hygiene of the school and of the pupils. 

School hygiene; physicians; architects; sanitary engineers; teachers. 

Relation to successful school-work 

Arrangement — space — light — ventilation, school furniture. 

Hygiene of pupils, infectious diseases, visual and aural tests. 

Influence of physical defects on mental capacity and attention. 

Defective utterance; voice of pupil and teacher. 

Abnormal and defective children; mental disorders; epilepsy; insuf- 
ficiency of sleep. 

Fatigue, mental and physical. 

Influence of tests. 

General nervousness of the young. 

Duration of lessons. 

Constitution of daily programme. 

Intermissions. 

Instruction in nutrition. 

Hygiene of various lessons. 

Physical training. 

Gymnasium versus athletics. 

References : 

O'Shea, Dynamic Factors in Education, Part II, chap. 12-18, with 

bibliography, pp. 301-12. 
Shaw, E. R., School Hygiene, 1901. 
Baginsky, Ad., Handbuch der Schul-hygiene. 
Bagley, Class-room Management, chaps. 6 and 16, p. 256 ff. 
Thorndike, E. L., The Principles of Teaching, chap 2. 
Matthias, Praktische Padagogik, (2nd edition.) pp. 143-151, or in first 
edition, pp. 260-379. 

Kotelmann, L., School Hygiene, (Syracuse, 1899.) 
Schwarz, H., The Study of Experimental Pedagogy in Germany, 
School Review, Dec, 1908, pp. 633-645. 



16 Theory and Practice of Teaching in the Secondary School 

Heilman, Psychologic als Grundwissenschaft der Pddagogik, Leipzig, 
1907. 

Eulenberg und Bach, Schulgesundheitslchre, Berlin, 1899. 

Biirgerstein, Leo, Die GesundhcitspAcge in der Mittelschule, Wien, 
1887 

Report in Pedagogical Seminary, 13, pp. 230-244, also vol. 15, pp. 271- 
283. 

Internationales Archiv fiir Schulhygiene, vols. I, 2, 3. The Second In- 
ternational Congress on School-hygiene, report in Pedagogical 
Seminary, 14, pp. 512-516. 

Osier, in Address to Medical Students, Educational Review, Nov., 
1907, pp. 431-2. 

Roller, Karl, Lehrerschaft und Schulhygiene, Teubner, 1907, pp. 23-34. 

Schiller, Herm., Der Stundenplan, Schiller-Ziehensche Sammlung von 
Abhandlungen. 

Burnham, Wm. H., A Contribution to the Hygiene of Teaching, Peda- 
gogical Seminary XI, pp. 488-97. 

Burnham, Wm. H., Hygiene of Spelling, Pedagogical Seminary 13, 

P- 494- 

Burnham, The Hygiene of Home-study, Pedagogical Seminary, 12, pp. 
223-230. 

Meyerhardt, Economical Learning, in Pedagogical Seminary 13, pp. 
145-184- 

XXVII. Educational administration — school boards — superintendence — 
school policy — school funds. 

City and rural schools and their expenditures. 

Instruction in Administration. 

Supervision and inspection of Secondary Schools. 

Over-organization versus indifference. 

Function of the high school principal; various types. 

References : 

Dutton and Snedden, Administration, chaps. 6-10 with bibliography; 
chap. 16 and chap. 20. (The Administration of High Schools.) 

Prince, J. T., School Administration, 1906, chaps. 6 and 7. 

Farrington, The Equipment of the School Principal, Educational Re- 
view, Jan., 1908, pp. 41-52. 

Cubberly, E. P., School Funds and their Apportionment (Teachers 
College contributions to Education) chap. 14. 

Chancellor, Our Schools, pp. 177 ff. 

Gulick and Ayres, Medical Inspection of Schools, 1908 (Charities 
Publication). 

XXVIII. Certification and Examination. 
Certificated schools. 

The accrediting system — its growth — its efficiency. 
College entrance examination requirements. 
Their influence on the schools. 
Their influence on secondary education. 
College entrance examination board. 
Examination papers. 

References : 

Broome, E. C, A Historical and Critical Discussion of College En- 
trance Requirements, 1903. 



Secondary Education in the United States 17 

Annual Reports of Secretary of College Entrance Examination Board. 
Hadley, A. T., Use and Control of Examinations, Educational Review 

21, p. 286. 

Richardson, L. J., Accrediting Secondary Schools in California, 
School Review, Oct., 1902, pp. 615, 619. 

Whiting, A. S., Methods in Use of Accrediting Schools, School Re- 
view, Feb., 1903, pp. 138-148. 

Brown, J. F., in School Review, vol. 12, pp. 299-307. 

Scott, F. N., What the West wants in Preparatory English, School 
Review, Jan., 1909, pp. 10-20. 

Russell, James E., Educational Value of Examinations for Admission 
to College, School Review, Jan., 1903, pp. 42-54. 

Proceedings of Middle States Assn. of Colleges and Schools, 1902, 
P- 35 ff. 

Cary, C. P., Proposed Changes in the Accrediting of High Schools. 
School Review, April, 1909, pp. 223-229. 



XXIX. Education of women. 
Co-educational Schools. 
The East and the West. 
Influence on England and Germany. 
Segregation. 

References : 

Hall, G. Stanley, Adolescence, chap. 17, especially p. 612 ff. 

Co-education, a series of essays edited by Alice Woods, London, 1903. 

Angell, Popular Science Monthly, 62: 5. 

Badley, The Possibility of Co-education in English Schools; in Eng- 
lish Special Reports, 6: 500-515. 

Report of Commissioner of Education, 1900, vol. II, 1241-47; 1908, I, 
90-94; 1903, 1075 (full bibliography of co-education) Educational 
Review, March, 1907, 298-305, May, 1908, 466-475, Oct., 1908, 295 ff. 

Harper, Wm. R., The Trend in Higher Education, chap. 18. 

Draper, A. S., Co-education in the United States, Educational Review, 
25: 109-29. 

Thomas, M. C, Should the Higher Education of Women Differ from 
That of Men? Educational Review, 21 : 1-10. 

Parrish, C. S., Educational Review, 22: 383-96, and Walker, F. A., 
Educational Review, 4: 334-338. 

Palmer, Alice F., in Palmer's The Teacher, etc. 

O'Shea, Tendencies in Co-education, in Proceedings of 12th Annual 
meeting of North Central Assn. of Colleges and Secondary 
Schools, 1907, pp. 109-179, including several articles on Co-edu- 
cation versus Segregation ; records of various experiments at 
Englewood, Cleveland, etc. 

Woman's Part in Public School Education in Fiftieth Anniversary 
volume of National Education Association, 1906, pp. 51-72. 

Miller, E. P., Sex-selection of Studies in their Possible Influence on 
the Course of Education, Pedagogical Seminary, 13 : 94-103. 

Status and Personnel of Secondary Teaching Force, in Fourth Year- 
book, National Society Scientific Study of Education, pp. 38, 39, 
49, ff- 

Burstall, S. A., Impressions of American Education in 1908, chap. 9, 
2 58-83. 

Armstrong, Limited Segregation, School Review, 14: 726 ff. 



18 Theory and Practice of Teaching in the Secondary School 

XXX. The Social Organization of the School. 
The Corporate Life of the School. 
Social activities and the necessity of their control. 
Government and self-government. 
Games. 
Fraternities, etc. 

References : 

Findlay, etc., The Corporate Life of School, Part I, School Review, 

Dec, 1907, 744-53- Part II, School Review, Nov., 1908, 601-08. 
Sadler, Sir Michael, Educational Review, Nov., 1904. 
Gulick, L. H., Team Games and Civic Loyalty, in School Review, 

14: 1906, p. 676. 
Owen, W. B., Social Education through the School, School Review, 

1907, pp. 11-26. 
The Fraternity Question, etc., School Review, 14: pp. 492-504, and 

739- 
Smith, B. H., Self-government in the Schools, Atlantic Monthly, 

Nov., 1908; Secondary Education, Feb., 1909. 
Puffer, J. A., Boys' Gangs, Pedagogical Seminary, 12: pp. 175-212. 
Ellis, A. C., The Relation of a Nation's Social Ideals to its Educational 

System, Pedagogical Seminary, 15: 170-185. 
See Third Herbart Yearbook, for articles by Wm. T. Harris and John 

Dewey, and Fifth Yearbook: Social Aim in Education. 



Teaching of Subject Groups — English 19 



Part II— Teaching of Subject Groups in the Secondary 
School Course. 

I. ENGLISH. 

A. History of the Teaching of English in Secondary Schools before and 

after 1876. 

The necessity for the teaching of English; influence of changed con- 
ditions in population: why the school finds here one of its most serious 
duties. 

English as the unifying subject of high school course. 

Influence of this theory on general construction of school programs. 

Comparative allotment of time to the subject. 

English in preparatory schools, academies and high schools; demands 
of the colleges; character of the work they suggest. 

Recognition of the present necessity; the present state of knowledge 
with respect to English. 

References : 

Carpenter, Baker and Scott, The Teaching of English, pp. 37"5i ; also 
186. 

Chubb, Percival, The Teaching of English. 

Colby, J. R., Literature and Life in School. 

Colby, J. R., Study of Literature in the High School (Second Herbart 
Yearbook, p. 160 ff.) 

Reeder, R. R., The Historical Development of School Readers and 
Method in Teaching Reading, Columbia Univ. Press, 1900. 

Neilson, Wm., What May Colleges Expect? School Review, Feb., 
1908; see also School Review, Dec, 1908, 646 ff. 

Aiton, Geo. B., The Purpose of English in the High School, School 
Review, 1897, pp. 148-170. 
B. Theory of the Teaching of the Mother-tongue in England, Germany 

and France. 

Moral importance assigned to the subject in Germany and France. 

The study of the mother-tongue considered as an organic unit; its 
component parts definitely organised— its place as the central subject in 
all secondary courses — value of this policy. 

Special features of teaching the mother-tongue in France. 

Definiteness of organization of work in German and French schools; 
unity of purpose, how effected. A study of various text-books, how they 
are graduated. Governmental supervision of manuals and courses of in- 
struction; aims as to enunciation, oral and written speech, style, acquaint- 
ance with literary masterpieces. 

Training of teachers, preparation and criticism of text-books and texts. 

References : 

Carpenter, Baker and Scott, pp. 26-36; 52-66. 

Dale, F. H., English Special Reports on Educational Subjects, I, 533- 
576. 



20 Theory and Practice of Teaching in the Secondary School 

Russell, James E., German Higher Schools, chap 12. 

Hartog, P. J., Teaching the Mother-tongue in France, Educational Re- 
view, April, 1908, pp. 33I-35I- 

Revised Curricula, etc. for High Schools in Prussia, abstract from 
Ordinances of Prussian Ministry of Education in 1901 ; compare 
for study of mother-tongue vol. 9 of English Special Reports, p. 
194, with statements in vol. 3 of same reports, pp. 268-271, and p. 
316. 

Chesterton, The Defendant, pp. 124-131, On Neglect of Study of Eng- 
lish in England. 

Voss (Norwegian), Die pddagogische Vorbildung sum ho her en Lehr- 
amt in Preussen, p. 55 on instruction in the mother-tongue. 

Lehmann, Rud., Dcr Deutsche Unterricht, (2nd edition) 1897, pp. 438- 
453- 

C. Relation of English work in the elementary school to that of the high 
school. 

Possibilities and limitations in elementary school; capacities of teach- 
ers; material available; method employed, aim. 

Difficulties of the task; paraphrasing and its dangers. 

The Reading-series in elementary and secondary courses; its history; 
criticism; its present unpopularity; the substitute offered. 

The ideal of a reading series; kind of materials to be selected. 

The disciplinary feature; development of vocabulary, of thought, ex- 
periences. 

Ballad poetry. 

Model lessons for elementary teachers. 

Danger of over-interpretation and of illegitimate correlation. 

Factors of good elementary work. 

Character of grammar work in elementary school. 

References : 

Ballad poetry: Atlantic Educational Journal, Dec, 1908, p. 16 ff. 

MacClintock, P. L., Literature in the Elementary School, (Univ. of 
Chicago Press, 1908). 

Wolfe, L. E., Reading in the Elementary Schools, Educational Review, 
Oct., 1908, 262-272. 

School, (London) Sept., 1907, p. 70 ff. on selection of books for 
children in Germany; aims and method pursued. 

Colvin and Meyer, Imaginative Elements in the Work of School- 
children. Pedagogical Seminary, vol. 33, 1906, pp. 84-93. 

Hinsdale, B. A., Teaching the Language Arts, chaps. 8-19. 

D. Keynote of high school work, knowledge and appreciation. 
Strip it of character of task. 

What features are subsidiary to central objects? 
Unity of the work develops power of reproduction. 
Influence on character. 

Relations of composition, rhetoric and literature. 
Consonance in method of advance. 

With what literary productions shall the school make the pupil ac- 
quainted, in what order, and how? 

Development of a rational four-year course. 



Teaching of Subject Groups — English 21 

Mechanical methods of distribution of reading matter. 

Principles to be observed; the concentric idea. 

Reading for enjoyment and for study. 

Necessity of combating slovenly enunciation and expression; elocution. 

First year's work of supreme importance; why? 

The short story — its character — various types. 

Various purposes in study of selections. 

The annotated text-book. 

What is appreciation? Appreciation versus criticism. 

Attitude of teacher toward critical estimate; wise and unwise stimu- 
lation ; the historical method. 

Varieties of literary expression. 

Scope of work, guiding hand of teacher, nature of his own attainments 
and interest; width of collateral information. 

Special interests of teacher prevent monotony. 

References : 

Brown, G. P., On the Teaching of English in the High School, in 
Fifth Yearbook National Society for Scientific Study of Educa- 
tion, pp. 44-60. 

Coblentz, H. C, School Review, April, 1909, p. 283. 

Lambert, L., The Study of English, in Education, Feb., 1909, pp. 351-9. 

Report of Conference Committee on High School English, School Re- 
view, Feb., 1909, pp. 85-88. 

On Treatment of Poetry, Monatsschrift fur hohere Schulen, Vol. 
Ill, Oct., 1904, pp. 481-486. 

Ellis, Havelock, On Learning to Write, Atlantic Monthly, Nov., 
1908, pp. 626-32. 

Chubb, P., Teaching of English. On Enunciation, pp. 162-66. 

The Temporary Decay of the Short Story in Fortnightly Review, 
Oct., 1908, pp. 631-642. 

Canbv, Henry, The Short Story (Yale Studies in English), Holt and 
Co. 

Albright, E. M., The Short Story (Macmillian and Co.) 

Criticism on Albright, School Review, Jan., 1908, pp. 61 ff. 

Matthews, Brander, Philosophy of the Short Story (Longmans). 

Lipsky, Rhythms of Prose Style (Archives of Psychology, Columbia 
Univ.) 

Fitch, J. G, Lectures on Teaching, pp. 275-78. 

Faunce, Wm. G., The Humanising of Study, School Review, Oct., 
1908, pp. 489 ff. 

E. Balance between poetry and prose; how to treaty poetry in the class- 
room. 

Experience of foreign schools. 

Balance between everyday and literary language. 

Position of English teacher among his colleagues. 

Influence of entrance requirements and entrance examinations, and 
accrediting system; how to meet this influence. 

Changes in requirements — present tendencies. 

History of entrance requirements. 

Harvard entrance requirements in English. 



22 Theory and Practice of Teaching in the Secondary School 

References : 

Report of English Conference (sub-committee) in Report of Commit- 
tee of Ten, pp. 86-96 (U. S. Bureau of Education, publication 
No. 205.) 

Report of National Educational Association of Teachers of English 
on Entrance Requirements, School Review, Dec, 1908, pp. 646-59. 

Scott, F., What the West Wants in Preparatory English, School Re- 
view, Jan., 1909, pp. 10 ff. 

F. No intrusion of foreign purpose into primary needs of English course. 
Teaching the method of interpretation. 

Develop a regular method of conducting class work with freedom in 
modifications. 

Division of work to be both practical and scientific. 

Distinction between reading and study tests. 

Technical difficulties. 

Literature as Knowledge, as Science, as Art. 

Technical grammar: Present attitude toward study of grammar. 

Use of excellent translations from the classics for content. 

What place shall be assigned to a study of history of English literature 
in the high school? 

English applied to work in other subjects, e. g. history, science, 
mathematics. 

References : 

On Translation of Classics, Classical Weekly, March 27, 1909, pp. 161 

ff. 
Lehman, Rud. Methods of Interpretation, Monatsschrift fiir hohere 

Schulen, VI, 1007, pp. 656 ff. 
Chubb, P., Teaching of English, pp. 322 ff. 

G. Composition. 

Literary topics or everyday subjects? 

Conflict of tendencies. 

How can its place be maintained in the curriculum? 

Statement of composition topics. 

Work of correction, of discussion. 

Influence of school on imagination. 

Mechanical precision. 

Devices of clever teachers. 

Concentric idea in composition as against consecutive order of narra- 
tive, descriptive, argumentative writing. 

Relation between oral and written speech. 

Is a special vocabulary called for in written composition? 

Composition method in German schools; is it correct or reprehen- 
sible? 

Present attitude of German teachers. 

References : 

Mead, Conflicting Ideals in Teaching English, Educational Review, 

March, 1903. 
Chubb, P., Teaching of English, p. 322 ff. 



Teaching of Subject Groups— History 23 

Denney, J. V., Contributions to Rhetorical Theory (two problems of 
composition teaching.) . . 

Thurber, Saml., FtW ^^io»w 0/ Composition I eachmg, bcnool Re- 
view, 1897, pp. 7-17- 

II. HISTORY. 

A. History of history teaching. 

Former neglect of history in the schools ; its probable causes. 

What do the curricula show? 

Appreciation of its educational value in America and in Europe. 

History and literature together the core of a high school course. 

History report in Report of Committee of Ten. 

Report of History Committee of Seven. 

The attitude of the American Historical Association. 

Result of detailed investigations of history-teaching. 

References : 

Bourne, Teaching of History and Civics. 

Adams, H. B., History of Teaching of History in U. S., Bureau ot 

Education, Washington, 1887. 
White, Andrew D., Autobiography, Vol. I. 
Hall, G. Stanley, and others, Methods of Teaching History (Heath & 

Langlois and Seignobos, Introduction to Study of History. 

Salmon, Lucy M., Principles in Teaching History, First Yearbook, 

National Society for Scientific Study of Education, 1902. 
Salmon, Lucy M., Fourth Herbart Yearbook. 

Droysen, Outlines of Principles of History, translated by fc. b. An- 
drews, 1897. ,. , , , , 
McMurry, F., Concentration, in First Herbart Yearbook, p. 01, 04. 
A History Syllabus for Secondary Schools, (D. C. Heath & Co.,), a 

practical elaboration of Report of Committee of Seven. 
Are Modifications of the Report of Committee of Seven desirable.' 

N E. History Teachers' Assn., April, 1908. 
Influence of Report of Committee of Seven, Educational Review, 

April, 1909, pp. 331-341- „, , . , 

Proceedings of North Central History Teachers Assn., 1908, paper by 
Prof. West, pp. 12-20. 
B. What knowledge of history should precede the high school period? 
The varieties of history teaching in the elementary schools. 
The problem of history in the elementary schools. 
The concentric scheme; the part of the history teacher. 
The value of a uniform course. 
Three stages ; recognition of facts, interpretation, comprehension. 

References: 

Johnson, Henry, History in the Elementary School, Teachers College 

Record, Nov., 1908. . 

McMurry, Chas. A., Special Method m History. „, pre 

Doub W. C, Topical Discussion of American History, leachers 

Manual, (Whitaker, San Francisco). 



24 Theory and Practice of Teaching in the Secondary School 

Report of Committee of Eight of American Historical Assn. prelimi- 
nary outline published. 

Mace, W. H., Method in History, chaps, on the "Elementary Phases 
of History Teaching," pp. 255-311. 

Report of History Committee of Seven, Appendix by Miss Salmon, p. 
159 ff. 

C. The place of history in the secondary curricula. 

The proper aim of history teaching in secondary schools; its scope 
and the methods to be applied. 

A preliminary course in Primitive History. 

Substance and form ; principles of selection in history teaching. 

What are to be considered the essentials and the non-essentials? In- 
stitutions, constitutional problems. 

References : 

Fifth Herbart Yearbook, p. 68 ff. 
American Historical Assn. vol. 7, p. 426. 
Mace, W. H., Method in History. 

Hall, G. Stanley, The Pedagogy of History, in Pedagogical Seminary 
XII, p. 339 ff- 

D. Specialization, or breadth of information in the high school stage? 
The source-method, the intensive study of a period; how to apply 
them. 

Effect on the mind of the student. 

Patriotism and prejudice. 

Sequence in study, and distribution as to time, (number of years and 
of recitations per week.) 

Facts versus motives and inferences; memorizing. 

Text-books — their relation to class work. 

Brief or elaborate text-books? Supplementary reading. 

The teacher — his preparation, his qualifications ; the art of narration 
in history. 

The German teacher of history. 

Recent changes in the methods of the French schools. 

How to study and teach history. 

Methods of conducting class-exercises in history. 

Correlation of history with geography, literature. 

Aids to historical study, visual and imaginative; documents, collec- 
tions, etc. General library facilities. 

References : 

Bourne, Teaching of History, chap. 2, (on source material). 

Historical Reprints, Univ. of Penn. 

Seignobos, Ch., L'Histoire dans I'enseignement secondaire, Armand 

Colin, Paris, 1906. 
DeGarmo, Interest and Education, p. 150 ff. 
Freeman, Historical Geography. 

Bingham, Geographical Influences in American History. 
Semple, American History and its Geographic Conditions. 



Teaching of Subject Groups — The Classics 25 

Robinson, J. H., Introduction to the History of Western Europe, with 
2 vols, of readings. 

Matthias, Praktische Padagogik, p. 39 (1st edition) and 45. 

Smith, Gold win, Is History a Science? Amer. Historical Review, 
April, 1905. 

Illustrative Material for Greek and Roman History, Teachers Bulle- 
tin, Univ. of Cincinnati, Dec, 1905. 

For History in German and French Schools, see Bibliography in 
Bourne, chap. 3. 

Lloyd, J. E., History in Spencer's chapters on the Aims and Practice 
of Teaching, (Cambridge, 1903) pp. 141-155. 

E. Effect on history teaching of college entrance examinations. 

Types of examination questions, sound and unsound. 

The topical method of study; its value; written exposition. 

Large topics ; summaries ; comparative reviews. 

A needed modification of the recommendations of Committee of 
Seven. 

Distribution of material through high school course; the value of a 
continuous history course. 

Modifications of present courses. 

References : 

On comprehensive topics: Lehrproben und Lehrgange, Heft 98, (1909) 
pp. 70-78. 

Possible Modifications of the Secondary School courses in Sixth An- 
nual Convention of History Teachers of Middle States and Mary- 
land, 1908. 



III. THE CLASSICS-LATIN AND GREEK. 



A. The general function of language teaching. 

Application to Latin. 

The prevailing estimate of the humanities (England, Germany, France, 
America) — opinions of humanists and scientists. 

Mastery of the vernacular influenced by knowledge of foreign tongue. 

Latin versus modern languages. 

The various types of the cultivated man. 

References : 

Brown, E. E., The Making of our Middle Schools, pp. 424-425 passim. 

Bennett and Bristol, The Teaching of Latin and Greek, pp. 1-49 and 
bibliography to individual chapters. 

Dettweiler, P., Didaktik und Methodik des Lateinischen Unterrichts, 
Munich, 2nd edit. 1906, pp. 10-19. 

Asquith, Right Hon. H. H, On Classical Culture, in Classical Weekly, 
Dec. 19, 1908, pp. 74-77- 

Bennett, Chas. E., An Ancient Schoolmaster's Message, Classical Jour- 
nal, vol. IV, Feb., 1909, pp. 149-164. 

Kelsey, F. W., The Position of Latin and Greek in American Educa- 
tion, Educational Review, Jan., 1907, pp. 59-76. 



26 Theory and Practice of Teaching in the Secondary School 

Symposium on the value of Humanistic, particularly classical studies, 
School Review, vol. 14, pp. 389-414; 15, pp. 409-434; 16, pp. 370- 
390. 

Fitch, Lectures on Teaching, p. 226 ff. 

Conradi, F., Latin in the High school, Pedagogical Seminary, 1905, 
p. I. 

Bentley, Latin in Secondary Schools (in opposition) ; see also Peda- 
gogical Seminary, 1901, pp. 395-411. 

Leygues, M., quoted in Gabriel Compayre, Reform in Secondary Ed- 
ucation in France, Educational Review, Feb., 1903, p. 142. 

Schopenhauer, A., Art of Literature, pp. 43-46. 

Ramsay, Efficiency in Education. 

Sadler, Sir Michael, The Unrest in Secondary Education, in English 
Special Reports, vol. 9, p. 93. 

B. The prevailing length of the Latin course. 
Efforts to extend its duration. 

What facts do the secondary school statistics prove in regard to the 
popularity of Latin? 

The course in the classics in European schools of various types; 
views of Paulsen and others. 

The usual distribution of the Latin work in the high school course. 

What should be the aim of Latin teaching in the high school? 

Recent tendencies and reforms in Germany. 

Shall Latin be retained as a characteristic of all high school work? 

What value attaches to one year of Latin, especially for English-speak- 
ing pupils? 

Present time-allotment for Latin with relation to the amount of work 
undertaken; criticism. 

References : 

Smalley, Frank, Status of Classical Studies in Secondary Schools, 

Classical Journal I, March, 1906, pp. 111-119. 
Report of Committee of Ten of the National Educational Association. 

1903, p. 45, and pp. 60-75. 
Report of Committee of Twelve of the American Philological Assn. 

etc. 1899, (see Bennett, pp. 125-130.) 
Reinhardt, K., Der altsprachliche Unterricht im dem Gymnasium nach 

dem Frankfurter Lehrplan. (Cf. for the Reform Movement the 

2nd edition of Dettweiler, pp. 256-266.) 
Waldeck, A., Praktische Anleitung zum Unterricht in der lateinischen 

Grammatik nach den ncucn Lchrplancn, Halle, 1902. 

C. First-year Work in a Four-Year Scheme of Latin. 
Prevalent methods ; text-books. 

Aims and attainment. 
Character of class instruction. 
Desirable qualifications of teacher. 
Correlation of various stages of the work. 
Class-preparation and home-preparation. 
Acquisition of vocabulary; theories. 
Proportion of oral and written work. 
A Caesar vocabulary or a wider vocabulary? 



Teaching of Subject Groups — The Classics 27 

Difficulties of first year's study; results; skill in method; training in 
the art of study. 

Formal discipline versus content. 

Serviceable teaching devices. 

Significance of pronunciation, of Latin quantities, of concrete material. 

Introduction to tradition, thought and life of the Roman people 
through the subject matter presented. 

Comparative study of elementary text-books. 

Accuracy in forms fundamental. 

Relative importance of translation from Latin and translation into 
Latin. 

Place of syntax in first year's work. 

One or several grammars? 

The transition to connected reading. 



References : 

Bennett, pp. 50-110; 202-212. 

Monatsschrift fur hohere Schulen, III, pp. 364 and 395 ff. 

Gurlitt, Lud., Latcinische Fibel fur Sexta, Berlin, 1897. 

Thring, Thinking in Shape, see National Education, a Symposium, 

London, 1901, pp. 115, 116. 
D'Ooge, Benj. First Year Latin, in School Review, Sept.. 1902, pp. 

532-548. 
Munch, Wilhelm, Gcist des Lchramts, pp. 453 ff. (1st edit.) 
LeJirproben und Lehrgdnge (Halle) No. 75, p. 8 and No. 91, p. 1. 

D. The Second Year of Latin. 

The general arrangement in most high schools concentrates work on 
Caesar. 

Description of its character and its results. 

Is it possible to interpose some other Latin text before Caesar? How 
would such an arrangement affect the work in Caesar? 

Record of various attempts in modification of existing practice. 

The actual teaching of Caesar versus the ideal attainable. 

The aim in translation, in appreciation of content ; suggestions of 
practical aids to teaching; the value of summaries, of class-preparation of 
advance work. 

Extent of lesson ; rate of advance. 

The use of illustrative material. 

Various editions and their distinguishing features. 

Value in the second year of translation into Latin. 

Our methods in Latin composition. 

Limitations ; oral and written work. 

Retroversion. 

Beginnings of sight-reading. 

What does sight-reading involve, how is it to be developed? 

Its relation to class work. 



28 Theory and Practice of Teaching in the Secondary School 

References : 

Oral Work: Rouse, Classical Weekly, Oct. 31, 1908, p. 37. 

Modem Side Lathi, School, (London) Nov., 1906, p. 123. 

Carroll, M., The New Classical Philology, in Classical Weekly, 

March 20, 1909. 
Barss, John E., The Teaching of Latin Prose Composition in Latin 

Leaflet, Dec, 3, 1906,, pp. 1-5. 
Howard, F. H., Caesar as a Text-book, in School Review, 1897, pp. 

561-587. Consult Bennett, pp. 150-15 1. 

E. Sequence in Third and Fourth Year Work. 
Various theories and various practices. 

The effect of quantitative prescription on the school. 

Character of the examination-test 

What does the college expect of its entering students in Latin? 

The cultural influences of the classics, how are they to be secured? 

Points to be emphasized in the study of Cicero, Ovid and Vergil. 

Reading versus translating. 

Effect of the departmental system on the teaching of the classics. 

The teaching of ancient history in its relation to the classics. 

The Realia (objects of ancient life, etc.) 

References : 

Harris, Wm. T., Report of Si. Louis Schools, 1872, on discussion of 
subject-matter in classical study. 

The Saalburg Collection, vide Classical Weekly, Jan. 23, 1909. 

White, E. L., Class-room Comprehension of Cicero, Classical Weekly, 
No. 9 and 16, 1907. On Translation-tests, see Report of Commit- 
tee on English in Report of Committee of Ten, section 7, on 
page 94. 

Sisson, Reading versus Translating, School Review, XV, pp. 508 ff. 
XVI, 664 ff. 

For the aesthetics of translation, see examples passim in Lane's Latin 
Grammar, and Shorey, Paul, Discipline versus Dissipation, School 
Review, 1897, 217 ff. 

F. Greek. 

Influence of college action on Greek in the schools. 

Varying points of view with respect to time allotment. 

Distribution of work; methods of procedure; some interesting recent 

experiments in the teaching of Greek in Germany. 
Emphasis in Greek work. 
Technical equipment of the teacher. 

General relation of Latin and Greek instruction to the teaching of 
English, 

a. for classical students 

b. for non-classical students. 

References : 

Bristol, Geo. P., The Teaching of Greek in the Schools, (in volume: 
Bennett and Bristol, The Teaching of Latin and Greek; funda- 
mental and complete for English-speaking students.) 
Burgess, I. B., Bibliography, in School Review, V, pp. 625-635. 



Teaching of Subject Groups— Modern Languages 29 

German books of reference: Dettweiler, P., Didaktik und Methodik 
des lateinischcn und griechischen Untcrrichts, part IV, pp. 1-93- 

Wilamowitz— Mollendorff, U. von., Der Untemcht vm Griechischen, 
in Lexis, Die Reform des hbheren Schulwesens in Preussen, 1902, 

Programm zur Erinnerung an H. L. Ahrens, Hannover 1882 (begin- 
ning study of Greek with Homer). _ 

Agahd, Griechisches Elementarbuch aus Homer (Gottingen, 1904). 
Przygode und Engelmann, Griechischer Anfangsuntemcht im 
Anschluss an Xenophons Anabasis (Berlin, 1904) I and II. 

Lehrproben und Lehrgange, Halle, 36: 14. 

Waldeck, A., Die griechische Grammatik nach den neuen Lelirplanen. 

Bruhn, E., Hilfsbuch fur den Griechischen Unterricht nach dem Frank- 
furter Lehrplan (Berlin, 1903)- WTTT 

Numerous articles in Monatsschrift fur hohere Schulen, vols. 1-Vlll. 

IV. MODERN LANGUAGES-GERMAN AND FRENCH 

A. Various purposes of modern language-teaching. 

Its place in the high school. 

Shall it be introduced into our elementary schools? 

Shall one or two modern languages be studied by high-school pupils? 

Character of prevailing modern language work in our high schools; 
influence of colleges. 

Discussions on values. 

What lessons in regard to language teaching may European experience 
of the last thirty years teach? 

References : 

English Special Reports on Educational Subjects, vol. 3, papers by 

Ware, Brebner, Hausknecht; in vol. 9, PP- 232-234; in vol. I, pp. 
397-400 ; vol. 2, pp. 648-679. . 

Spencer, R, Aims and Practice in Teaching, Cambridge, 1903, chap. 
Ill on French and German. 

Russell, James E, German Higher Schools, chap. 14, PP.- 200-290. 

Colbeck, C, On the Teaching of Modern Languages m Theory and 
Practice, 1887, (Pitt Press). 

Vietor, W., Quousque tandem? Der Sprachuntcrncht muss umkehren, 
(2nd edition) Marburg, 1886. . 

Storr, F., The Teaching of Modern Languages, in Barnett, 1 caching 
and Organisation, 1897, pp. 261-280. 

Hall G. Stanley, Modern Languages, their Culture Value, Pedagogi- 
cal Seminary, IV, pp. 370-379- See Educational Review, bda., 

Methods of Teaching Modern Languages, D. C. Heath & Co., 1893. 
Rambeau, A., The Teaching of Modern Languages in the American 

High School, Die Neueren Sprachen, vol. 13, No. 4, PP- *93 ff. 
Consult also Altsohul, A. in Die Neueren Sprachen, vol. 14, PP- 

B. Account of present tendencies in German and French schools. 

The Reform Method; the history of its struggles and its successes; 
the leaders of the movement. 

The present status of modern language teaching in European schools. 



30 Theory and Practice of Teaching in the Secondary School 

References : 

Compayre, G., Reform in Secondary Education in France, Educational 
Review, vol. 25, p. 139. 

Breal, M., De V enseignement des langnes vivantes, Paris, 1892. 

Sailwiirk, E. v., Fiinf Kapitel vom Erlernen fremder Sprachen, Ber- 
lin, 1898. 

Lacombe, Paul, Esquisse d'un Enseignement base sur la Psychologic 

Schiller, H., Handbuch der Pddagogik, (2nd edition.) Leipzig, 1890, 

PP- 50S-53S. 

Munch, W., Didaktik and Mcthodik des franzosischen Unterrichts (2nd 

edition), Munich, 1902. 
Glauning, Fr. Didaktik und Mcthodik des englischcn Unterrichts, (2nd 

edition), Munich, 1903. 
Mangold, W, Der Unterricht im Fransosischcn und Englischcn, pp. 

191-226 of Lexis, Die Reform des hbhercn Schuhvesens in Preus- 

sen, Halle, 1902. 
Vietor's "Neuere Sprachen," a journal devoted to modern language 

teaching, vols. I to XIV, passim. 
Lchrproben und Lehrgange, Halle, Heft 98, pp. 86-96, and numerous 

articles in its several issues, as well as in Monatsschrift fur 

hohere Schulen, vols. I-VIII. 

C. How does modern language teaching differ in aims and methods from 
the teaching of the classics? 

Its relation to the teaching of the vernacular. 
Phonetics. 

Pronunciation; acquisition of vocabulary; idiomatic ability; oral and 
written expression. 

Speaking exercises and the system of developing them. 

The question of translation from and into the foreign language. 

References : 

Bagster-Collins, German in Secondary Schools, Macmillan, 1904. 

Jespersen, Otto, How to Teach a Foreign Language, Macmillan, 1904. 

Breul, Karl, The Teaching of Modern Foreign Languages and the 
Training of Teachers, Cambridge, 1906. 

Widgery, W. H., The Teaching of Languages in Schools, 2nd edition, 
London, 1903. 

Grandgent, C, Is Modern Language Teaching a Failure? School Re- 
view, XV, pp. 513 ff. 

Walter, Max, Aneignung und Verarbeitung des Wortschatzes im 
N cusprachlichcn Unterricht, in Die Neuieiren Sprachen), Jan., 
1907, pp. 513-537- 

Walter, Max, Englisch nach dem Frankfurter Rcformplan. 

Paulsen, Fr., Humanistic against Realistic Education, Educational 
Review, Jan., 1907. 

D. The object lesson as an aid to modern language teaching. 

Material aids to teaching. 

Grammars. 

Text-books: the principles of selection; (length, ease or difficulty, 
appropriateness) ; the question of editing, of annotation. 

The relation between literary material and the life of the foreign 
people. 



Teaching of Subject Groups— Modem Languages 31 

References : 

Brebner, M., The Method of Teaching Modern Languages in Ger- 
many, London, 1898. 

Passy, P., La Mcthodc dirccte dans I'enscignement des langues vi- 
vantes, Paris, 1899. .. 

Roden, A. v, Die Verwendung von Bildern zu franzosichen und eng- 
lischen Sprechiibungen. Marburg, 1898. 

Bagster-Collins, German in Secondary Schools, pp. 77-8o. 

Konversations-Unterricht nach Holzel's Bildertafeln, (German, 
French, English, etc.) Giessen, Emil Roth. 

Rippmann, W., German Picture Vocabulary, London, Dent, 1906 

See various articles by Rippmann and others in The School-World, 

Collard. F., Methodologie de I'enseignemcnt moyen, Bruxclles, 1903, 
Part II, chap. 4, PP- 342-381. . 

Schweitzer-Simmonot, Methode directe pour I enscignement de lalle- 
mand (Paris, A. Colin.) 

E. The native and the foreign teacher; prerequisites of success. 

Preparation and attainments. 

Study of conditions in America and abroad. 

Relation of college and university to the preparation of the teacher. 

The possibilities of a teaching career in modern language work. 

The pedagogy of modern language teaching in its relation to general 
pedagogy. 

References : 

Breul, Karl, The Teaching of Modern Foreign Languages and the 
Training of Teachers, pp. 78-101. 

Handbuch fur Lehrer hoherer Schulen, Teubner, 1906, 323"394- 

Teubner, 1906, pp. 323,394- , ,. , rT . , ± , ,- 

Waetzoldt, S., Die Aufgabe des neusprachhehen I ntcmchts und die 
Vorbildung dcr Lehrer, Berlin, 1892. 

English Special Reports on Educational Subjects, vol. 3, No- I0 (Fa- 
bian Ware), pp. 519-553- _ . , . 

Babbitt E H„ Preparation of Modern Language Teachers for Ameri- 
can Institutions, Transactions of the Modern Language Assn., 
Baltimore, New series, Vol. I. . 

Gouin, F., The Art of Teaching and Studying Languages, 3rd. edition, 
1892, (Scribner's). . 

Langlois, V., La preparation professionelle a I enseignement second- 
aire. Paris, 1902. 



PUBLICATIONS OF EXTENSION TEACHING 

Syllabi of courses of instruction have been issued which contain out- 
lines of study, bibliographies, and references, and furnish systematic 
guides for the private student, reading circles, and classes of instruction. 
Series A contains syllabi of collegiate courses. Series B contains syllabi 
of shorter lecture courses. 

Series A 

A. I— Shakspere— By Professor F. H. Sykes 

A. 2— Old Testament Literature— -By Dr. R. M. Hodge. (Out of print). 

A. 3— American Literature— By Clyde Furst, M. A. 

A. 4 — Architecture— Renaissance — Modern— By Professor Hamun 

A. 5— English Language and Grammar—By Professor G. P. Krapp 

A. 6— English Literature— XIX Century— By Prof. F. H. Sykes 

A. 7— Representative American Writers— By Clyde Furst, M. A. 

A. 8— Teaching English in Elementary Schools— By Prof. F. T. Baker 

A. 9— Development of Instrumental Music— By Mr. T. W. Surette 

A. io— Architecture— Ancient, Mediaeval— By Professor Hamlin 

A. ii— English Composition— By Professor H. V. Abbott 

*A. 12— The Philosophy of Education— By Prof. John Angus MacVannel 
A. 13— Teaching of School Music— By Professor C. H. Farnsworth 
A. 14— English History to the Tudors— By Professor C. A. Beard 
A. ii— English History from James I— By Professor C. A. Beard 

*A 16— Theory and Practice of Teaching in the Secondary School— By 
Professor Julius Sacks. 

*A. 17— History and Principles of Education— By Prof. Paul Monroe 
A. 18— School Administration— By Professor S. T. Dutton 
A. 19— Modern European History— By Professor C. A. Beard 
A 20— Teaching in Elementary Schools— By Professor G. D. Strayer 
A. 2i— Wood and Wood-Working— By William Noyes, A. M. 
A. 22— American Government— By Professor S. P. Duggan 

*A. 23— Theory and Practice of Teaching in Elementary Schools— -By Pro- 
fessors Strayer, Baker, Dodge. Johnson, and Mr, Upton 

*A. 24— Epochs of History— By Professor J. T. Shotwell. 
\ 25— Musical Art—Bv Professor C. H. Farnsworth. 

A. 26-Teaching Manual Training— By Professoi C. R. Richards. 

Series B 

B. 1— The Solar System— By Dr. S. A. Mitchell 

B 2— The French Revolution—By Professor J. T. Shotwell 
B. 3— The Vegetation of the Eartlv— By Professor F. E. Lloyd 
B. a— Climate and Mankind— -By Professor R. E. Dodge 
B. s— Metallurgy — By Prof Stoughton, and Drs. Bolles and Campbell 
B. 6— Greatest American Writers—By Clyde Furst, M. A. 
B. 7— Cathedrals of the Middle Ages—By Prof. A. D. F. Hamlin 
B. 8— Problems of Human Nature— By Professor E. L. Thorndike 
B. 9— Problems of the City and the Nation— By Dr. E. E. Agger 
B. 10— Representative German Authors— By Professor R. Tombo 
B. 11— Organic Evolution— By Professor H. E. Crampton 
B. 12— Spanish America— By Professor W. R. Shepherd 
B. 14— Expansion of United States— By Professor C. A. Beard 
B. 16— Industrialism and Democracy— By Professor C. A. Beard 
B. 17— The Great Masters of Music— By Mr. D. G. Mason 
B. 18— The Metallurgy of Iron and Steel— By Prof. B. Stoughton 
B. 19— The History of American Poetry— By Professor C H. Page 
B. 20— The Architecture of Great Cities— By Professor A. D. F. Hamlin 
B. 21— Our Country's Resources— By Dr. C. F. Walker 
B. 23— Party Government in the United States— By Professor C. A. Beard 
Price 10 cents per copy, except *A 12, 16, 17. 23, 24, which arc double 

numbers, price 20 cents. Address: Extension Teaching, Teachers 

College, Columbia University, New York. 
§In Preparation. 



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